Pre-service teachers, peer feedback, self-efficacy, motivation, critical thinking
Second Annual University of Arkansas Teaching and Learning Symposium: Sharing Teaching Ideas
The presentation reports the results of implementing a peer review feedback strategy in an elementary education program. To prepare teacher candidates for field experiences, the program uses coursework such as projects. We examine the awareness and perspectives of preservice teachers (n = 38) to providing and receiving feedback from their peers on their project ideas, and - in particular - their motivation and readiness to assimilate peer feedback. Data includes initial and final project ideas, answers to reflective questions, and the peer feedback each participant received.
The study finds that teacher candidates show increased awareness of the impact that peer feedback had on their final project ideas and positive shifts in perspectives regarding their ability to implement project-based learning in their future classrooms. Studies show that peer feedback in teacher education is beneficial. However, teacher candidates often lack opportunities to learn from each other and perfect the way they provide and perceive feedback. This need is especially critical and relevant when learning about and implementing civic education practices, which is the focus of the study. The undertaking discussed in this study fills this gap through guided reflection that allows preservice teachers to approach their learning and ideas critically.
Vasile, A., & Anton, A. (2023). I Would Have Never Thought of That on My Own: Using Peer Feedback to Motivate and Shape Pre-Service Teachers’ Critical Thinking. TFSC Publications and Presentations. Retrieved from https://scholarworks.uark.edu/wctfscpub/65